THE EXTENT OF THE USE OF EXTENSIVE READING IN PROMOTING COMMUNICATION COMPETENCE IN SECONDARY SCHOOL
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THE EXTENT
OF THE USE OF EXTENSIVE READING IN PROMOTING COMMUNICATION COMPETENCE IN
SECONDARY SCHOOL
ABSTRACT
The study
examined the extent of the use of extensive reading in promoting communication
competence in secondary school with reference to some secondary schools in
Shomolu Local Government Area of Lagos State. It also ascertained the teachers
awareness of the benefits of extensive reading, the types of reading materials
available for extensive reading for schools, the extent teacher engages student
in extensive reading and the techniques/strategies teachers employ in
developing extensive reading for communication competence. The study employed
the use of descriptive and inferential methods. Under the descriptive method,
data collected was analyzed descriptively by the use of tables which involved
the use of simple percentages. While the inferential statistics of Pearson
product moment correlation was adopted as the statistical tools to test and
validate the stated hypothesis. The findings of the study revealed that the
relationship between extensive reading and communication is positive, strong
and significant. Based on the findings of the study, it was recommended that
there is the need to enact a policy that encourages construction of libraries
in secondary schools, provision of relevant information resources and,
qualified librarians to run such libraries and parents should encourage their
children and wards to read at home, and watch children educational television
programmes.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Language
acquisition without reading is difficult. Reading is a good way of
comprehension. A good reader is able to understand sentences and structures of
a written text. One important way to develop communication competence is
through extensive reading. Students by reading extensively will be exposed to
different new scope of vocabulary which is necessary in reading comprehension
(Pazhakh and Soltani, 2010).
People learn
to read by reading, and the ability to read proficiently is best achieved
through extensive reading. Likewise, there is widespread consensus that there
is a correlation between communication competency and extensive reading, for
which communication competency and reading comprehension can be regarded as a
mutually beneficial process. This mutual benefit means that vocabulary
facilitates learners’ ability to decode meaning from the context (Teng, 2015).
Light (1997)
has described communicative competence as “being able to meet the changing
demands and to fulfill one’s communication goals across the lifespan”
.Communicative Competence should accomplish four main purposes including:
expressing wants and needs, developing social closeness, exchanging
information, and fulfilling social etiquette routines (Light, 1997).
Communicative competence is comprised of grammatical competence, discourse
competence, sociolinguistic competence, and strategic competence (Canale &
Swain, 1980; Canale, 1983 & Savignon, 1997). Communicative competence is
manifested within the national standard through the interpretive mode,
interpersonal mode, and presentational mode of communication (Mart, 2012). The
interpretive mode of communication is characterized by the ability to interpret
and understand spoken and written language whereas the interpersonal mode of
communication describes the ability to maintain conversation between two or
more individuals. The presentational mode of communication is highlighted by
information presented through spoken or written language. When combined, these
three modes of communication represent authentic real world communicative
settings (Mart, 2012).
Reading is
an indispensable tool in learning that forms an integral part of any learning
situation, and the bedrock of education. Therefore, access to information is
crucial to individual advancement as well as corporate educational development.
Adetunji (2007) described reading as the act of translating symbols or letters
into word or sentences that have meaning to an individual. It is also the
understanding of what is seen in a text, which is the ability of the reader to
take incoming visual information, process that information and obtain meaning
from it. Information is indispensable. According to Yusuf (2007), bridges the
gap between knowledge and ignorance. One of the major avenues for acquiring
information is reading. Reading is the foundation upon which other academic
skills are built. It offers a productive approach to improving vocabulary, word
power, and language skills.
Communicative
competence has always been the goal of every language classroom wherein
instructions are geared toward the components on organizational, pragmatic,
systematic and psychomotor (Brown, 1994). From the communication competence
perspective, it is important to address academic reading as a meaning-based
activity that is purpose and comprehension-driven. Reading is motivated by the
reader’s particular purpose and propelled by increasing comprehension of the
texts. Further, given that language is embedded in contexts and tasks, academic
reading assessment should focus on contexts and purposes and address narrow
language abilities as they emerge from the local context. Whether it involves
primary school children or university students, it seems clear that most
comprehension is linked to a purpose, and it is thus important to examine
reading within the context of that purpose. It is on this note that the study
investigated the perception and extent of the use of extensive reading in
promoting communication competence in secondary school.
1.2
Statement of the Problem
By and
large, the importance of reading cannot be overemphasized, because no learning
activity or situation can take place without reading. But one of the major
problems facing Nigerian students is their inability to communicate effectively
(Ajayi, 2012).
This problem
can be conceived to be linked with the absence of reading habit among students
or non-challant attitude to reading to the use of the internet. Although there
are many reasons why people read, but observations and researches have shown
that there is a low reading habit among students in recent times, especially in
developing countries, because reading is not considered as a relevant leisure
activity as it does not form part of children’s social interaction and watching
of television. Another major problem that leads to the absence of reading
habits among students is on the advents of ICTs like the internet, cell phone,
video games and other viewing gadgets.
Umar
(2009:10) is of the view that students now have viewing culture instead of
reading culture because of the advents of these ICTs gadgets. Also the lack of
available information resources like texts books both in the school library and
at homes also could lead to lack of students forming the habits of reading. One
series problem in reading comprehension is that among students are used to
comprehending a passage on sentence level rather than on discourse level. This
frailer causes some students to be dependent on understanding every single
sentence in a text, even when this is not necessary to fulfill their reading
purpose, with the result they tend to rend all texts at the same speed. In
addition, the student heavily relies on dictionaries to get the meanings of
some new words. It is against this background that the study examines the role
of extensive reading in promoting communication competence among secondary
school students in Lagos State.
1.3 Purpose
of the Study
The aim of
this research work is to investigate the extent of the use of extensive reading
in promoting communication competence in secondary school with reference to
some secondary schools in Shomolu Local Government Area of Lagos State.The
specific objectives are;
1. To
ascertain the teachers awareness of the benefits of extensive reading.
2. To
identify the types of reading materials available for extensive reading in
schools.
3. To
determine the extent teacher engages student in extensive reading.
4. To
determine the techniques/strategies teachers employ in developing extensive
reading for communication competence.
1.4 Research
Questions
1. To what
extent are teachers aware of the benefits of extensive reading?
2. What are
the types of reading materials available in schools for extensive reading?
3. To what
extent do teachers engage students in extensive reading activities?
4. What
techniques and strategies do teachers employ to develop extensive reading
skills for communication competence?
1.5
Hypothesis
H0: There is
no significant relationship between extensive reading and student communication
competence
1.6
Significance of the Study
Extensive
reading is a useful strategy for students to improve their communication
competence. The study provides other researchers with some reliable instruments,
action procedures, and experimental findings for use in future research. To the
researcher’s knowledge, there are no studies about the effect of extensive
reading on communication competence in the context of Nigerian secondary
schools. Most of the studies were conducted on the effect of extensive reading
on reading proficiency or the effect of extensive reading on other skills
separately. However, most of the related studies approve that using extensive
reading is an effective tool for achieving communication competence
Finally, the
research will also help school owners to come up with better reading strategy
to improve the communication competence of their students through the active
role of teacher. It will also help sensitize the government in improving the
syllabus as well as raising the standard of learning so as to student
communication competence by making available all the necessary materials within
the school setting so as to encourage extensive reading among secondary school
students.
1.7 Scope of
the Study
The scope of
this study is to investigate the extent of the use of extensive reading in
promoting communication competence in secondary school with reference to some
secondary schools in Shomolu Local Government Area of Lagos State
1.8 Definition
of Terms
Reading:
Reading is a process of constructing meaning through dynamic interaction among
the reader’s existing knowledge, the information suggested by the text being
read, and the context of the reading situation.
Extensive
Reading: Extensive reading is the teaching of reading in terms of language
skills by studying reading texts intensively in order to practise reading
skills such as distinguishing the main idea of a text from the detail, finding
pronoun referents, or guessing the meaning of unknown words.
Communication:
Communication is the act of conveying intended meanings from one entity or
group to another through the use of mutually understood signs and semiotic
rules.
Communication
Competence: Communication competence is seen a as “being able to meet the
changing demands and to fulfill one’s communication goals across the lifespan.
Grammatical
Competence: Grammatical competence is the knowledge of the structure and form
of a language; some of which include its morphologic, syntactic, phonemic and
graphemic features.
Discourse
Competence: Is the knowledge of the interrelationship between and logic across
sentences and phrases is characteristic of discourse competence. An individual
with strong discourse competence can aptly judge the relationship between
different ideas within a text.
Sociolinguistic
Competence: Sociolinguistic competence focuses on the recognition and
accordance of the rules of interaction; taking turns, appropriate greetings,
proper use of formal/informal register, naturalness or overall native-like
language
Strategic
Competence: Strategic competence is characterized by the ability to make the
most of the language, particularly when compensating for language deficiencies.
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